Preeclampsia (PE) is a multisystem disorder characterized by elevated blood pressure in the mother, typically occurring after 20 weeks of gestation and posing risks to both maternal and fetal health. PE causes placental changes that can affect the fetus, particularly neurodevelopment. Its key pathophysiological mechanisms encompass hypoxia, vascular and angiogenic dysregulation, inflammation, neuronal and glial alterations, and disruptions in neuronal signaling. Animal models indicate that PE is correlated with neurodevelopmental alterations and cognitive dysfunctions in offspring and in humans, an association between PE and conditions such as cerebral palsy, autism spectrum disorder, attention deficit hyperactivity disorder, and sexual dimorphism has been observed. Considering the relevance for mothers and children, we conducted a narrative literature review to describe the relationships between the pathophysiological mechanisms behind neurodevelopmental alterations in the offspring of PE mothers, along with their potential consequences. Furthermore, we emphasize aspects pertinent to the prevention/treatment of PE in pregnant mothers and alterations observed in their offspring. The present narrative review offers a current, complete, and exhaustive analysis of (i) the pathophysiological mechanisms that can affect neurodevelopment in the children of PE mothers, (ii) the relationship between PE and neurological alterations in offspring, and (iii) the prevention/treatment of PE.

There is worldwide agreement that the understanding of the Nature of Science (NOS) is a critical component of scientific literacy. However, evidence indicates that both pre-service and in-service science teachers hold naïve views about NOS. Even so, the characteristics of pre-service teachers that influence their learning of NOS are not fully described. In this context, the goal of this study is to connect the understanding of NOS of pre-service teachers with a different disciplinary training (second year of biology education programme versus first year of elementary-education programme). The research is quantitative with a quasi-experimental design. To assess the understanding of NOS in students’ science teachers, an adapted version of the VNOS-D + instrument was applied before and after the intervention. Both groups received three NOS teaching sessions using History of Science as context and implementing an explicit and reflective instructional strategy, centered on students. The main results of this study indicate that both groups significantly improved their understanding of NOS, and in the same magnitude, after the intervention. In addition, the understanding of some of the aspects of NOS improved more easily than others. Finally, there is a discussion about the contribution of this study to the pre-service science teacher’s education.

During prenatal life, exposure to synthetic glucocorticoids (SGCs) can alter normal foetal development, resulting in disease later in life. Previously, we have shown alterations in the dendritic cytoarchitecture of Purkinje cells in adolescent rat progeny prenatally exposed to glucocorticoids. However, the molecular mechanisms underlying these alterations remain unclear. A possible molecular candidate whose deregulation may underlie these changes is the glucocorticoid receptor (GR) and neurotrophin 3/ tropomyosin receptor kinase C, neurotrophic complex (NT-3/TrkC), which specifically modulates the development of the neuronal connections in the cerebellar vermis. To date, no evidence has shown that the cerebellar expression levels of this neurotrophic complex are affected by exposure to a synthetic glucocorticoid in utero. Therefore, the first objective of this investigation was to evaluate the expression of GR, NT-3 and TrkC in the cerebellar vermis using immunohistochemistry and western blot techniques by evaluating the progeny during the postnatal stage equivalent to adolescence (postnatal Day 52). Additionally, we evaluated anxiety-like behaviours in progeny using the elevated plus maze and the marble burying test. In addition, an environmental enrichment (EE) can increase the expression of some neurotrophins and has anxiolytic power. Therefore, we wanted to assess whether an EE reversed the long-term alterations induced by prenatal betamethasone exposure. The major findings of this study were as follows: i) prenatal betamethasone (BET) administration decreases GR, NT-3 and TrkC expression in the cerebellar vermis ii) prenatal BET administration decreases GR expression in the cerebellar hemispheres and iii) enhances the anxiety-like behaviours in the same progeny, and iv) exposure to an EE reverses the reduced expression of GR, NT-3 and TrkC in the cerebellar vermis and v) decreases anxiety-like behaviours. In conclusion, an enriched environment applied 18 days post-weaning was able to restabilize GR, NT-3 and TrkC expression levels and reverse anxious behaviours observed in adolescent rats prenatally exposed to betamethasone.

Investigar sobre las imágenes de un libro de Neurociencia es esencial para aprovechar al máximo los recursos de aprendizaje y mejorar la comprensión y retención de los conceptos clave en la asignatura de Neurofisiología. Las imágenes son una parte fundamental de la educación en ciencias biológicas y médicas, y su análisis crítico puede ser beneficioso para los estudiantes que buscan tener un mejor dominio de esta disciplina. Es por ello, que para profundizar en este tema se analizó la calidad de las representaciones visuales utilizadas en un libro ampliamente usado para estudiar esta disciplina. Se llevó a cabo un análisis de las ilustraciones presentes en la sección titulada "Sistema somatosensorial, tacto y propiocepción". Se analizaron las dimensiones relacionada con la/las (i.) Función didáctica de la imagen en relación a la secuencia didáctica en la que aparece la ilustración, (ii.) Funcionalidad de la imagen, (iii.) Categorías en la relación con el texto principal, (iv.) Categorías establecidas en las etiquetas verbales. Los resultados de este estudio muestran que: (i.) las funciones didácticas predominantes de las imágenes en función de la secuencia didáctica en la que aparecen fueron la definición (40%) y la aplicación (40%), seguidas por la interpretación (13,3%) y la descripción (6,6%). (ii.) La funcionalidad de las ilustraciones fue sintáctica (100%). (iii.) Con respecto a la categoría en relación con el texto, predominan las imágenes sinópticas (53,3%) y las denotativas (46,6%) y en relación a (iv.) la categoría de las etiquetas verbales que se presentan en las imágenes la mayoría se clasificaron como relacionales (93,3%) y sólo una como nominativa (6,6 %). Hacia el final del presente estudio se ofrece una actividad de aprendizaje en base a los hallazgos evidenciados.